Effects Of Collaborative Learning And Individualized Instructional Methods On The Academic Achievement And Retention Of Secondary School Biology Students In Abia State
ABSTRACT
This study investigated the effects of
collaborative learning and individualized instructional methods on the academic
achievement and retention of secondary school Biology students in Abia State.
The study was guided by six research questions and six null hypotheses. The
related literature for this study was reviewed in four sections; conceptual
framework, theoretical framework, empirical studies and summary of literature
review. Quasi experimental research design was adopted for this study.
Specifically, non-equivalent control group research design was used. The study
was carried out in Abia State. It is one of the five South Eastern States in
Nigeria with 17 Local Government Areas. Abia State is located approximately
within latitude 4040ʹ and 6014ʹ North and longitude 7010ʹ
and 80 East. The population of the study comprised 13,306 SSII
Biology students (6,415 males and 6,891 females) in 2020/2021 academic session.
A sample of 115 SSII Biology students consisting of 54 males and 61 females was
drawn in multi stages using purposive and simple random sampling techniques.
Biology Achievement Test (BAT) adapted from past WAEC questions was used for
data collection. The instrument was validated by three experts; one in
measurement and evaluation and two in Biology education, all in the Department
of Science Education, Michael Okpara University of Agriculture, Umudike. The
instrument was subjected to reliability test using Kuder Richardson 20 (KR20)
test statistics, and a reliability coefficient of 0.78 was obtained. Mean and
standard deviation were used to answer the research questions while the null
hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of
significance. Findings from the study showed that students taught Biology using
collaborative learning method achieved higher than those taught with
individualized instructional method. Students taught Biology with
individualized instructional method recorded higher level of retention than
those taught using collaborative method. Furthermore, there was no significant
difference in the academic achievement of male and female students exposed to
collaborative learning method. However, significant difference existed in the
academic achievement of male and female students taught Biology with individualized
method in favour of the males. The findings also indicated that there was no
significant difference in the retention of male and female students taught
Biology with both collaborative learning and individualized instructional
methods. Based on the findings of the study, it was recommended that Biology
teachers should use collaborative learning and individualized instructional
methods in the process of teaching and learning for high academic achievement
and retention. It was also recommended that male and female students be
encouraged to study together in groups so as to learn from each other.
TABLE OF CONTENTS
Title
Page i
Declaration
ii
Certification iii
Dedication iv
Acknowledgements v
Table
of Contents vii
List
of Tables x
List
of Figures xi
Abstract xii
CHAPTER 1:
INTRODUCTION
1
1.1
Background
to the Study
1
1.2
Statement
of the Problem 7
1.3
Purpose
of the Study
8
1.4
Research
Questions
8
1.5
Hypotheses
9
1.6
Significance
of the Study 10
1.7
Scope
of the Study 12
CHAPTER
2: REVIEW OF RELATED LITERATURE 14
2.1 Conceptual Framework 14
2.1.1 Concept of biology
14
2.1.3
Collaborative learning method 15
2.1.4
Individualized instructional method 21
2.1.5
Lecture method
27
2.1.6
Academic achievement 31
2.1.7
Retention 33
2.1.8
Gender 33
2.2 Theoretical Framework 35
2.2.1 Theoretical framework for collaborative
learning 36
2.2.2 Theoretical framework for individualized
instruction 39
2.3 Empirical Studies
44
2.3.1 Collaborative learning, individualized
instruction and academic
achievement 44
2.3.2 Collaborative learning, individualized
instruction and retention 51
2.3.3 Gender and academic achievement in biology 52
2.3.4 Gender and retention in biology 55
2.4 Summary of Reviewed Literature 57
CHAPTER 3:
RESEARCH METHOD 60
3.1 Design
of the Study
60
3.2 Area of the Study 61
3.3 Population
of the Study 62
3.4 Sample
and Sampling Techniques 62
3.5 Instrument
for Data Collection 63
3.6 Validation
of the Instrument 64
3.7 Reliability
of the Instrument 64
3.8 Method
of Data Collection 65
3.8.1 Experimental
procedure 65
3.8.2 Control
of extraneous variables 67
3.9 Method
of Data Analysis 68
CHAPTER
4: RESULTS AND DISCUSSION 69
4.1 Results
69
4.2 Major
Findings of the Study 82
4.3 Discussion
of Findings 83
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 89
5.1 Summary
of the Study 89
5.2 Conclusion 90
5.3 Recommendations 91
5.4 Educational
Implications of the Findings 92
5.5 Suggestions
for Further Studies 83
References
Appendices
LIST OF TABLES
4.1: Mean achievement scores of students taught
biology with
collaborative learning,
individualized instruction and lecture
methods 69
4.2: Analysis of covariance of the mean achievement
scores of students
taught biology with collaborative
learning, individualized instruction
and lecture methods 70
4.3: Scheffe post hoc analysis for the mean
achievement scores of students
taught biology with collaborative
learning, individualized instruction and
lecture methods 71
4.4: Mean retention scores of students taught
biology with collaborative
learning,
individualized instruction and lecture methods 72
4.5: Analysis of covariance of the mean
retention scores of students taught
biology with collaborative learning,
individualized instruction and
lecture methods 73
4.6: Scheffe post hoc analysis for the mean
retention scores of students
taught biology with collaborative
learning, individualized instruction and
lecture methods 74
4.7: Mean achievement scores of male and female
biology students exposed
to collaborative learning method 75
4.8: Analysis of covariance of the mean
achievement scores of male and
female students taught biology with
collaborative learning method 76
4.9: Mean achievement scores of male and female
biology students exposed
to individualized instructional
method 77
4.10: Analysis of covariance of the mean
achievement scores of male and
female students taught biology with
individualized instructional
method 78
4.11: Mean retention scores of male and female
biology students exposed
to collaborative learning method 79
4.12: Analysis of covariance of the mean retention
scores of male and
female students taught biology with
collaborative learning method 80
4.13: Mean retention scores of male and female
biology students exposed
to individualized instructional
method 81
4.14: Analysis of covariance of the mean retention
scores of male and female
students taught biology with
individualized instructional method 82
LIST OF FIGURES
Fig.
2.1: Diagrammatic Representation
of Conceptual Framework 35
Fig.
2.2: Diagrammatic Representation
of Theoretical Framework
44
0.0
PIUS, P (2023). Effects Of Collaborative Learning And Individualized Instructional Methods On The Academic Achievement And Retention Of Secondary School Biology Students In Abia State. Mouau.afribary.org: Retrieved Nov 23, 2024, from https://repository.mouau.edu.ng/work/view/effects-of-collaborative-learning-and-individualized-instructional-methods-on-the-academic-achievement-and-retention-of-secondary-school-biology-students-in-abia-state-7-2
PIUS, PIUS. "Effects Of Collaborative Learning And Individualized Instructional Methods On The Academic Achievement And Retention Of Secondary School Biology Students In Abia State" Mouau.afribary.org. Mouau.afribary.org, 31 Aug. 2023, https://repository.mouau.edu.ng/work/view/effects-of-collaborative-learning-and-individualized-instructional-methods-on-the-academic-achievement-and-retention-of-secondary-school-biology-students-in-abia-state-7-2. Accessed 23 Nov. 2024.
PIUS, PIUS. "Effects Of Collaborative Learning And Individualized Instructional Methods On The Academic Achievement And Retention Of Secondary School Biology Students In Abia State". Mouau.afribary.org, Mouau.afribary.org, 31 Aug. 2023. Web. 23 Nov. 2024. < https://repository.mouau.edu.ng/work/view/effects-of-collaborative-learning-and-individualized-instructional-methods-on-the-academic-achievement-and-retention-of-secondary-school-biology-students-in-abia-state-7-2 >.
PIUS, PIUS. "Effects Of Collaborative Learning And Individualized Instructional Methods On The Academic Achievement And Retention Of Secondary School Biology Students In Abia State" Mouau.afribary.org (2023). Accessed 23 Nov. 2024. https://repository.mouau.edu.ng/work/view/effects-of-collaborative-learning-and-individualized-instructional-methods-on-the-academic-achievement-and-retention-of-secondary-school-biology-students-in-abia-state-7-2